Ellen Johnson Serafini
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Needs analysis for specialized learner populations: Essential methodological improvements
EJ Serafini, J Lake, MH Long
English for Specific Purposes 40, 11-26, 2015
Sociolinguistics for heritage language educators and students
J Leeman, EJ Serafini
Innovative strategies for heritage language teaching: A practical guide for …, 2016
The role of individual differences in the study abroad context: Cognitive capacity and language development during short-term intensive language exposure
S Grey, J Cox, EJ Serafini, C Sanz
The Modern Language Journal 99 (137-157), 2015
Evidence for the decreasing impact of cognitive ability on second language development as proficiency increases
EJ Serafini, C Sanz
Studies in Second Language Acquisition 38 (4), 607-646, 2016
Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective
RP Leow, E Johnson, G Zarate-Sandez, C Sanz
Implicit and explicit language learning: Conditions, processes, and …, 2011
Academic and English language outcomes for DLLs as a function of school bilingual education model: The role of two-way immersion and home language support
EJ Serafini, N Rozell, A Winsler
International Journal of Bilingual Education and Bilingualism 25 (2), 552-570, 2022
“It’s not fair”: Discourses of deficit, equity, and effort in mixed heritage and second language Spanish classes
J Leeman, EJ Serafini
Journal of Language, Identity & Education 20 (6), 425-439, 2021
Exploring the dynamic long-term interaction between cognitive and psychosocial resources in adult second language development at varying proficiency
EJ Serafini
The Modern Language Journal 101 (2), 369-390, 2017
The utility of needs analysis for nondomain expert instructors in designing task‐based Spanish for the professions curricula
EJ Serafini, J Torres
Foreign Language Annals 48 (3), 447-472, 2015
Cognitive and psychosocial factors in the long-term development of implicit and explicit second language knowledge in adult learners of Spanish at increasing proficiency
EJ Serafini
Georgetown University, 2013
“Bienvenidxs todes”: el lenguaje inclusivo desde una perspectiva crítica para las clases de español
ML Parra, EJ Serafini
Journal of Spanish Language Teaching 8 (2), 143-160, 2021
Micro-evaluating learners' task-specific motivation in a task-based business Spanish course
J Torres, EJ Serafini
Hispania 99, 289-304, 2016
Assessing students through a critical language awareness framework
EJ Serafini
Heritage Language Teaching, 80-97, 2021
Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context
EJ Serafini
Studies in Second Language Learning and Teaching 10 (1), 133-152, 2020
Learner perceptions of clickers as a source of feedback in the classroom
EJ Serafini
Second language interaction in diverse educational contexts 34, 209-224, 2013
Innovative strategies for heritage language teaching: A practical guide for the classroom
J Leeman, EJ Serafini, M Fairclough, SM Beaudrie
Georgetown UP, 2016
Further situating learner possible selves in context: A proposal to replicate Henry and Cliffordson (2013) and Lasagabaster (2016)
EJ Serafini
Language Teaching 53 (2), 215-226, 2020
La cognición y las lenguas no nativas: El papel de las diferencias individuales en el aprendizaje de lenguas extranjeras con especial atención a la memoria operativa
C Sanz, EJ Serafini
A dinâmica do processamento bilíngue, 233-267, 2018
El aprendizaje-servicio en la enseñanza del español como lengua de herencia
EJ Serafini
Aproximaciones al estudio del español como lengua de herencia, 257-274, 2021
Building critical language awareness through service learning: The intersection of task-based and critical language pedagogies
EJ Serafini
2020 conference of the American Association for Applied Linguistics (AAAL), 2020
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